HIST 29671 History Colloquium: The United States at War, 1914–1924 (J. Dailey) This course explores the multilayered experience of Americans during and immediately after the First World War. We will engage the war years through literature, law, and social and political history. Topics we will address include radical politics in the United States, including political violence; the rise of the national security state; the articulation of and suppression of civil liberties; First Amendment jurisprudence and freedom of expression; Prohibition and the rise of the surveillance state; the expansion and contraction of democratic participation in the polity; pacifism and war; and the relationship between the state and the economy.
NEHC 10101/HIST 15801 Introduction to the Middle East (F. Donner) An introduction to the history and cultures of the Middle East, from the neolithic to modern times, for those with little or no background. Topics include the geography and ethnography of the Middle East, origins of human civilizations in the region, basic tenets of Islam, key themes in the modern history of the region, and modern Middle Eastern literature, film, and music.
MUSI 12200/HIST 12800 Music in Western Civilization 2: 1750–Present (R. Kendrick) This two-quarter sequence explores musical works of broad cultural significance in Western civilization. We study pieces not only from the standpoint of musical style but also through the lenses of politics, intellectual history, economics, gender, cultural studies, and so on. Readings are taken both from our music textbook and from the writings of a number of figures such as St. Benedict of Nursia and Martin Luther. In addition to lectures, students discuss important issues in the readings and participate in music listening exercises in smaller sections.
HIST 13002 History of European Civilization 2 European Civilization is a two-quarter sequence designed to use close readings of primary sources to enrich our understanding of Europeans of the past. As we examine the variety of their experiences, we will often call into question what we mean in the first place by “Europe” and "civilization." Rather than providing a narrative of high politics, the sequence will emphasize the contested geographic, religious, social, and racial boundaries that have defined and redefined Europe and its people over the centuries. We will read and discuss sources covering the period from the early Middle Ages to the present, from a variety of genres: saga, biography, personal letters, property records, political treatises, memoirs, and government documents, to name only a few. Individual instructors may choose different sources and highlight different aspects of European civilization, but some of the most important readings will be the same in all sections. The two-quarter sequence may also be supplemented by a third quarter, in which students will have the opportunity to explore in greater depth a particular topic in the history of European civilization.
HIST 13003 History of European Civilization 3: Women, Piety, and Heresy in Premodern Europe, circa 300–1700 CE (A. Locking) The two-quarter sequence may be supplemented by a third quarter, in which students will have the opportunity to explore in greater depth a particular topic in the history of European civilization. Secular and religious women have played important roles in the history of European Christianity. They have been seen as saints, patrons, mystics, heretics, witches, and harlots. We will explore women's interactions with religious leaders and institutions from the days of the early Christian church through the reformations of the early modern period. We will focus on how women influenced the development of Christian institutions and practices, and how male church leaders shaped contemporary attitudes of women and the place of women in society. We will explore writings by and about women. Topics will include medieval and early modern gender, the medieval body, magic and heresy, lordship, and mysticism.
HIST 13300 History of Western Civilization 3 (K. Weintraub) Available as a three-quarter sequence (Autumn-Winter-Spring) or as a two-quarter sequence (Autumn-Winter or Winter-Spring). This sequence meets the general education requirement in civilization studies. The purpose of this sequence is threefold: (1) to introduce students to the principles of historical thought, (2) to acquaint them with some of the more important epochs in the development of Western civilization since the sixth century BC, and (3) to assist them in discovering connections between the various epochs. The purpose of the course is not to present a general survey of Western history. Instruction consists of intensive investigation of a selection of original documents bearing on a number of separate topics, usually two or three a quarter, occasionally supplemented by the work of a modern historian. The treatment of the selected topics varies from section to section. This sequence is currently offered twice a year. The amount of material covered is the same whether the student enrolls in the Autumn-Winter-Spring sequence or the Summer sequence.
HIST 13700 America in World Civilization 3 The American Civ sequence is nothing like your high-school history class, for here we examine America as a contested idea and a contested place by reading and writing about a wide array of primary sources. In the process, students gain a new sense of historical awareness and of the making of America. The course is designed both for history majors and non-majors who want to deepen their understanding of the nation's history, encounter some enlightening and provocative voices from the past, and develop the qualitative methodology of historical thinking. What conditions have shaped inclusion and exclusion from the category "American" in the twentieth century? Who has claimed rights, citizenship, and protection, and under what conditions? The third quarter America in World Civilization focuses on multiple definitions of Americanism in a period characterized by empire, transnational formations, and America's role in the world. We explore the construction of social order in a multicultural society; culture in the shadow of war; the politics of race, ethnicity, and gender; the rise and fall of new social movements on the left and the right; the emergence of the carceral state and militarization of civil space; and the role of climate change and the apocalyptic in shaping imagined futures.
HIST 15300 Introduction to East Asian Civilization 3 This sequence meets the general education requirement in civilization studies. This is a three-quarter sequence on the civilizations of China, Japan, and Korea, with emphasis on major transformation in these cultures and societies from the Middle Ages to the present. Taking these courses in sequence is not required.
LACS 16300/HIST 16103 Introduction to Latin American Civilization 3 (B. Fischer) Taking these courses in sequence is not required. This sequence meets the general education requirement in civilization studies. This sequence is offered every year. This course introduces the history and cultures of Latin America (e.g., Mexico, Central and South America, and the Caribbean Islands). The third quarter focuses on the twentieth century, with special emphasis on economic development and its political, social, and cultural consequences.
HIST 16900 Ancient Mediterranean World-3: Late Antique (F. Szabo) Available as a three-quarter sequence (Autumn-Winter-Spring) or as a two-quarter sequence (Autumn-Winter or Winter-Spring). This sequence meets the general education requirement in civilization studies. This course will survey the social, political, and cultural history of the late antique Mediterranean from Constantine I to Charlemagne. Through close reading and discussion of primary sources, we will examine (among other topics) the rise and spread of Christianity and Islam, changing conceptions of Roman identity, and the inheritance of the classical world, as well as some implications of these topics for subsequent European history.
HIPS 17502/HIST 17502 Science, Culture, and Society in Western Civilization III: Modern Science (J. Evans) Taking these courses in sequence is recommended but not required. This sequence meets the general education requirement in civilization studies. This three-quarter sequence focuses on the origins and development of science in the West.
HIPS 17503/HIST 17503 Science, Culture, and Society in Western Civilization III: History of Medicine 2 (M. Rossi) Taking these courses in sequence is recommended but not required. This sequence meets the general education requirement in civilization studies. This three-quarter sequence focuses on the origins and development of science in the West. Our aim is to trace the evolution of the biological, psychological, natural, and mathematical sciences as they emerge from the cultural and social matrix of their periods and, in turn, affect culture and society. This course examines the history of modern medicine from the time of the "clinic," in the late-eighteenth century through the present. Topics include the changing character of the hospital, the development of new medical technologies such as the stethoscope, the impact of laboratory techniques (especially microscopy) for the understanding of disease, the history of public health movements in the nineteenth and twentieth centuries, and the history of specific areas of medical practice such as childbirth, mental health, and surgery.
ENGL 17960/HIST 17605 The American Revolution: Culture and Politics (E. Slauter) This course invites you to immerse yourself in the cultural, intellectual, literary, legal, social, and political worlds of revolutionary Americans. We explore the causes and consequences of the American Revolution; the meaning of the conflict to ordinary people and extraordinary politicians; the relation of liberty to slavery; the influence evangelical religion and the Enlightenment; the creation of a new legal and political order; and the legacy of the revolution for later generations, especially our own.
HIST 18500 Politics of Film in Twentieth-Century American History (B. Cumings) This course examines selected themes in twentieth-century American political history through both the literature written by historians and filmic representations by Hollywood and documentary filmmakers. We will read one historical interpretation and view one film on themes like the following: Woodrow Wilson and World War I, the emergence of Pacific Rim cities like Los Angeles, Roosevelt's New Deal, the Japanese-American experience in World War II, McCarthyism and the Korean War, the Cold War and the nuclear balance of terror, radical movements of the 1960s, and multiculturalism in the 1990s.
NEHC 20013/HIST 15604 Ancient Empires 3: The Egyptian Empire of the New Kingdom (N. Moeller) This sequence introduces three great empires of the ancient world. Each course in the sequence focuses on one empire, with attention to the similarities and differences among the empires being considered. By exploring the rich legacy of documents and monuments that these empires produced, students are introduced to ways of understanding imperialism and its cultural and societal effects—both on the imperial elites and on those they conquered.
SALC 20200 Introduction to the Civilizations of South Asia 2 (D. Chakrabarty) This sequence introduces core themes in the formation of culture and society in South Asia from the early modern period until the present. This sequence meets the general education requirement in civilization studies. These courses must be taken in sequence. The second quarter analyzes the colonial period (i.e., reform movements, the rise of nationalism, communalism, caste, and other identity movements) up to the independence and partition of India.
RLST 20230/HIST 26007 Jerusalem: The "Holy" City (M. Cunningham) What makes a city "holy"? How is religious space created and contested? How can one city be claimed by three faiths? This course will attempt to answer these questions and others by tracing the religious history of Jerusalem, a religious center for Jews, Christians, and Muslims, from its founding under King David to the modern Israeli-Palestinian conflict. For roughly three thousand years Jerusalem has served as a site of creation, interaction, and conflict for these traditions and millions of their adherents. Using primary and secondary materials and theoretical works, we will analyze Jerusalem as an object of study in relation to common themes of religious studies like sacred space, pilgrimage, and myth.
JWSC 20224/HIST 23410 Jewish Spaces and Places, Imagined and Real (L. Auslander) What makes a ghetto, a ghetto? What defines a Jewish neighborhood? What determined the architectural form of synagogues? Making extensive use of Jewish law and customary practice, cookbooks, etiquette guides, prints, films, novels, maps, memoirs, architectural drawings, photographs, and tourist guides this course will analyze how Jews (in all their diversity) and non-Jews defined Jewish spaces and places. The focus will be on Europe in the nineteenth and twentieth centuries, but we will also venture back into the early modern period and across the Mediterranean to Palestine/Israel and North Africa and across the Atlantic to the Caribbean and the Americas. We will study both actually existing structures—synagogues, ritual baths, schools, kosher (and kosher-style) butcher shops, bakeries and restaurants, social and political clubs, hospitals, orphanages, old-age homes, museums and memorials—but also texts and visual culture in which Jewish places and spaces are imagined or vilified. Parallel to our work with primary sources we will read in the recent, very rich, scholarly literature on this topic. This is not a survey course; we will undertake a series of intensive case studies through which we will address the larger issues. This is a limited-enrollment, discussion-based course. No previous knowledge of Jewish history is expected.
SCTH 20603/HIST 21502 What Was Cultural Studies? (D. Gutherz) This course examines the origins and development of cultural studies in Britain between 1956 and 1978. We will be reading texts by Stuart Hall, E. P. Thompson, Angela McRobbie, and Raymond Williams (among others), as well as engaging with art and journalism from the period. The problems that compelled these writers to develop new ways to study culture were political: they were responding to changes in the traditional working class, the shifting role of the "mass media" in modern democracies, and the "moral panic" that many Britons felt when faced with new immigrants and rebellious youth in weird clothes. By the end of the course we may hope to gain both a deeper understanding not only of what cultural studies meant in Britain before Thatcher but also what it might be and become now in America under Trump. The course is intended as an introduction.
HIST 22407 Medieval England (R. Fulton Brown) How merry was "Olde England"? This course is intended as an introduction to the history of England from the withdrawal of the Roman legions in the early fifth century to the defeat of Richard III at the Battle of Bosworth Field in AD 1485. Sources will include chronicles, biographies, laws, charters, spiritual and political treatises, romances and parodies. Themes will include the conversion of the Anglo-Saxons to Christianity, the Viking and Norman invasions, the development of the monarchy and parliament, monastic, peasant, and town life, the role of literacy and education in the development of a peculiarly "English" society, and the place of devotion, art, and architecture in medieval English culture. Students will have the opportunity to do a research paper or craft a project of their choice based on the themes of the course.
HIST 22609 Philosophers, Mystics, and Revolutionaries: A Social History of the Poet in the Arab and Islamic World (B. Salem) What constitutes a poet? What role does a poet play in society? Can we think of poets as agents of change? If so, in what capacity? This course asks the student to consider the role of the poet in the shaping of Islamic history. The course traces the changing role of the poet and of poetry in Islamic history with a focus on Arabic poetry (in translation) in the early modern and modern Middle East and North Africa. From early modern mystical poets, to modern Arab nationalist poets, to the street poets of the Arab Spring, the course investigates the role and function of the poet as an agent of change and of poetry as a catalyst for the formation of collective identity. To do this the course also explores the variety of mediums through which poetry was transmitted and remembered. We will thus consider the role of orality, aurality, and memory in the creation, preservation, and transmission of poetry in the early modern and modern Arabic-speaking world.
HIST 22900 The Italian Renaissance (A. Palmer) Florence, Rome, and the Italian city-states in the age of plagues and cathedrals, Dante and Machiavelli, Medici and Borgia (1250–1600), with a focus on literature and primary sources, the recovery of lost texts and technologies of the ancient world, and the role of the church in Renaissance culture and politics. Humanism, patronage, translation, cultural immersion, dynastic and papal politics, corruption, assassination, art, music, magic, censorship, religion, education, science, heresy, and the roots of the Reformation. Assignments include creative writing, reproducing historical artifacts, and a live reenactment of a papal election. First-year students and non-history majors welcome.
KNOW 23002/HIST 26128 How to Build a Global Empire (S. McManus, Postdoctoral Fellow) Empire is arguably the oldest, most durable, and most diffused form of governance in human history that reached its zenith with the global empires of Spain, Portugal and Britain. But how do you build a global empire? What political, social, economic, and cultural factors contribute to their formation and longevity? What effects do they have on the colonizer and the colonized? What is the difference between a state, an empire, and a "global" empire? We will consider these questions and more in case studies that will treat the global empires of Rome, Portugal, and Britain, concluding with a discussion of the modern resonances of this first "Age of Empires."
HIST 23007 Heretics and Martyrs: The Problem of Toleration in the European Reformation (E. Jones) This course explores toleration, and resistance to it, as a response to religious pluralism and the violence that often accompanied it in the period of reformation in sixteenth-century Europe. Using secondary sources, primary documents, and case studies, this course covers the trajectories of reform in Western Europe in a comparative context. Attention will be paid to popular and state violence and local and state-sponsored toleration. This investigation will combine geographic examples with the experiences of dissenting groups, women, Jews, and Muslims in Europe, as well as the implications of toleration in the New World. It will also address the different ways that this new paradigm of religious toleration has been both blamed and praised for laying the groundwork for modern conceptions of individual rights within a secular state.
HIST 23414 Central Europe, 1740 to 1914 (J. Boyer) The purpose of this course is to provide a general introduction to major themes in the political, social, and international history of Germany and of the Hapsburg Empire from 1740 until 1914. The course will be evenly balanced between consideration of the history of Prussia and later of kleindeutsch Germany, and of the history of the Austrian lands. A primary concern of the course will be to identify and to elaborate key comparative, developmental features common both to the German and the Austrian experience, and, at the same time, to understand the ways in which German and Austrian history manifest distinctive patterns, based on different state and social traditions. This course is open to third- and fourth-year undergraduates and to first-year graduate students who have not yet had a general introduction to eighteenth- and nineteenth-century Central European history. There is no language requirement, although students with a command of German will be encouraged to use it.
GLST 24109/HIST 21503 Prophecy and Insurgency in the British Empire (Z. Leonard) Future historians may regard the early twenty-first century as an era of heightened religious tensions amidst a permanent state of emergency. America, in particular, has seemingly forsaken many of its ostensibly liberal values in favor of a reactionary security regime. But these anxieties and negotiations are hardly unique to the present. The history of the nineteenth- and early twentieth-century British Empire is replete with millenarian movements and religiously motivated insurgencies that threatened to destabilize colonial rule. This course will familiarize students with key issues in the field of imperial history and also encourage them to assess the nature of the historical sources themselves. Where possible, primary source texts and testimonies from Irish Fenians, Muslim intellectuals, Maori chiefs, the Pai Marire prophet Te Ua, and Hindu nationalists are included.
HIST 24213 Contact Zones: Japan's Treaty Ports, 1854–1899 (S. Burns) A series of treaties signed by the Tokugawa shogunate with Western powers in the 1850s designated port towns such as Nagasaki, Yokohama, Hakodate, and Kobe "treaty ports." Semicolonial sites in which Western citizens benefited from rights, such as extraterritoriality, the treaty ports were complicated places that both challenged Japan's sovereignty while also becoming conduits of economic, social, and cultural change. This seminar will explore the evolution of the treaty ports. The main assignment will be an original research paper on a topic of the student's choice.
HIST 24310 China: Rise or Return? Historical Perspectives on Chinese Culture (G. Alitto) This course addresses the development through time of the Chinese state, society, and culture from its beginning to the present. Only the most general of treatments is possible in addressing such an enormous subject, but the course provides an opportunity for individual research on a specialize topic of the student's choosing within this framework. No background in Chinese studies is required. The class discusses and critiques the weekly readings. Each set of readings centers on a broad historical question of crucial historical significance.
EALC 24422/EALC 24422 Japan and the Japanese: Society, Identity, History (A. Horvath) This course will explore the shifting meanings of the terms "Japan" and "Japanese," focusing on the early modern and modern periods. Using excerpts of primary sources (both Japanese and foreign) of official and personal accounts, secondary texts, and visual materials, we will discuss the questions of nationalism, anti-foreignness, exceptionalism, and how the Japanese defined themselves against others and within their own society. The critical analysis of various communities, groups, individuals, and ideologies will help us delineate the key factors that shaped society, culture, and politics. Further, the course will train students in analyzing, comparing, and evaluating textual materials and in presenting their ideas orally and in writing. Topics covered: myths, power and status, individualism and collective identity, honor and shame, print culture and information, social networks and outcasts, foreign relations.
HIST 25114 Natural History and Empire, circa 1500–1800 (J. Niermeier-Dohoney) This course will examine natural history—broadly defined as a systematic, observational body of knowledge devoted to describing and understanding the physical world of plants, animals, natural environments, and (sometimes) people—in the context of European imperial expansion during the early modern era. Natural history was upended by the first European encounters with the New World. The encounter with these new lands exposed Europeans for the first time to unknown flora and fauna, which required acute empirical observation, collection, cataloguing, and circulation between periphery and metropole in order to understand their properties and determine their usefulness. As the Spanish, Portuguese, British, French, and Dutch competed with one another to establish overseas trade and military networks in the sixteenth, seventeenth, and eighteenth centuries, they also competed over and shared information on natural resources. The course will combine lecture and discussion and mix primary source readings on natural history in the early modern world with modern historical writings. Though the readings skew a bit toward Britain and the British Atlantic world, every effort has been made to include texts and topics from multiple European and colonial locales. Topics and themes will include early modern sources of natural history from antiquity and their (re)interpretation in imperial context; early modern collecting cultures and cabinets of curiosities; Linnaeus and the origins of modern taxonomy and biological systematics; botany, animal husbandry, agricultural reform, and the concept of "improving" nature through technocratic expertise; the relationship between natural history and commerce; the ecological and environmental consequences of European encounters with the Americas; attempts by nations without overseas empires or those who had lost them to replicate the economics of empire through acclimatization, import substitution, or "managerial ecology"; early modern notions of climate and its effect on health and "character"; the influence of natural history on emerging concepts of gender and race; and the role of indigenous natural knowledge on the development of early modern science.
SALC 25310/HIST 26806 Extinction, Disaster and Dystopias: Environment and Ecology in Modern India (J. John) This course aims to provide students interested in South Asia (Afghanistan, Bangladesh, Bhutan, India, Maldives, Pakistan, Nepal, and Sri Lanka) an overview of key environmental and ecological issues in the subcontinent. We will investigate the ways the environment, ecology, and culture of this region have interacted with precolonial, colonial, and national histories to shape the peculiar nature of environmental issues. Students will be introduced to these issues via the narrative and disciplinary resources that South Asian studies more broadly provide. Given the time constraint of ten weeks we will consider three major concepts—"extinction," "disaster," and "dystopia"—to see how they can be used to frame issues of environmental and ecological concern. We will approach each concept as a framing device for issues such as conservation and preservation of wildlife, erasure of adivasi (indigenous) ways of life, environmental justice, water scarcity, and climate change. The course will aim to develop students' ability to assess the specificity of these concepts in different disciplines. For example: What methods and sources will an environmental historian use to write about wildlife? How does this differ from the approach an ecologist or literary writer might take? Students will analyze various textual forms, both literary and visual, such as autobiographies of shikaris (hunters), graphic novels, photographs, documentary films, ethnographic accounts and, histories.
CLCV 25808/HIST 21004 Roman Law (C. Ando) The course has two chief aims. First, to investigate the Roman law as a topic of historical inquiry and to chart its development over time; to study its implication in political and demographic changes in the society it sought to map; and to raise problems of evidence and method in grappling with the sources of knowledge that survive to us. Second, to consider some areas of legal doctrine and legal practice both in Rome itself and in the communities over which Rome ruled.
HIST 26220 Brazil: Another American History (B. Fischer) Brazil is in many ways a mirror image of the United States: an almost continental democracy, rich in natural resources, populated by the descendants of three continents, shaped by colonialism, slavery, and sui generis liberal capitalism. Why, then, has Brazil's historical path been so distinct? To explore this question, this course will focus on the history of economic development, race, citizenship, urbanization, the environment, popular culture, violence, and the challenge of democracy.
HIST 26611 Empires, Imperialism, and Islam (F. Zaman, Donnelley Research Fellow) This course will survey interactions between empires and Islam from the early nineteenth century to the early twenty-first century. It will consider the varied responses of Islamic polities to the expansion of European empires, their role in proliferating networks of travel and communication, as well as the place of religion in anti-imperial and anticolonial movements. Geographically we will cover Asia very broadly defined: from the Ottoman Empire in the west, through the Middle East and Central and South Asia, to Indonesia and Malaysia to the east. Individual classes will focus, for instance, on imperial connections, the emergence of pan-Islamism, Sufi networks, oceanic travel, subaltern social and political movements, and Cold War–era Muslim ideologues. The course will conclude with a look at the rise of more militant Islamic ideologies in recent years. Investigating this two-century long history will help students understand the complex role that Islam has played in the making of the modern world. Course readings will be on the whole recent scholarship on these subjects, with key primary texts introduced in class.
CRES 27515/HIST 27407 Black Religion and the Criminal Justice System (K. Parker) This course will read discourses of religion and criminal justice together in order to address contemporary problems and tensions in black politics. We will consider how the historical relationship between African American Christian, African American Muslim, and Jewish political traditions help us understand differences and convergences between the politics of black religion inside and outside of prison; how reflections on religion and the carceral state shaped early movements for criminal justice reform, the Civil Rights Movement, and Black Power; how gender and sexuality have influenced black religious activism; the politics of black atheism and secularism; the strange career of religious respectability politics; and theological critiques of mass incarceration. The final few weeks will focus on religion's role in the contemporary black freedom struggle.
CRES 27516/HIST 29520 Pacific America: Migration, Empire, and Transnational Racial Politics, circa 1848–1965 (M. Lee) "Pacific America" bridges the two relatively understudied topics in US history: the US empire in the Pacific and Asian/Pacific Islander American experience. This combined approach seeks to provide a balanced and critical understanding of America's historical presence within the Pacific Ocean, while also illuminating the less-acknowledged segments of Asian American experience, such as Filipino migration within the American empire or cross-racial interactions. This course incorporates the rising academic discussions on the "Pacific Worlds." Pacific Worlds studies look at the ocean as a sphere of integration and interconnectedness, created by both the Pacific Islanders' indigenous movements and Euro-American imperial expansion. Open to upper-level undergraduate students, this discussion-based course will provide an open forum for students to explore the meanings and ramifications of empire and migration in the United States and the Pacific, past and present.
HIST 27900 Asian Wars of the Twentieth Century (B. Cumings) This course examines the political, economic, social, cultural, racial, and military aspects of the major Asian wars of the twentieth century: the Pacific War, the Korean War, and the Vietnam War. At the beginning of the course we pay particular attention to just war doctrines and then use two to three books for each war (along with several films) to examine alternative approaches to understanding the origins of these wars, their conduct, and their consequences.
HIPS 28306/HIST 29523 Data History: Information Overload from the Enlightenment to Google (D. Sepkoski) This discussion-seminar will place the pursuit of information in critical historical context. We will examine how data has been collected, managed, and analyzed in the sciences over the past few centuries; the emergence of various technologies and conventions for information processing; why data has been such a central concern in so many disciplines; and what was understood to be the goal of reducing the world to data. We will consider data's social and political consequences, and we will discuss the ethical and epistemological concerns of collecting and manipulating large quantities of data. Course readings include primary and secondary literature related to a series of case studies in the history of data from the early modern period to the recent past, ranging from biology and natural history to economics and demography to computer science and digital algorithms. Students should expect to read 100–200 pages per week. Undergraduates will write three 5–7 page papers; there will be no exams. Requirements for graduate students will be somewhat different and will include a longer term paper.
HIST 28703 Baseball and American Culture, 1840–Present (M. Briones) This course will examine the rise and fall of baseball as America's national pastime. We will trace the relationship between baseball and American society from the development of the game in the mid-nineteenth century to its enormous popularity in the first half of the twentieth century to its more recent problems and declining status in our culture. The focus will be on baseball as a professional sport, with more attention devoted to the early history of the game rather than to the recent era. Emphasis will be on using baseball as a historical lens through which we will analyze the development of American society and culture rather than on the celebration of individuals or teams. Crucial elements of racialization, ethnicity, class, gender, nationalism, and masculinity will be in play as we consider the Negro Leagues, women's leagues, the Latinization and globalization of the game, and more.
HIST 29412 The Face in Western Culture from the Mona Lisa to the Selfie (C. Jones, Visiting Professor) The course will approach the history of the human face from a variety of disciplinary perspectives, ranging across art history through to the history of science and technology. Topics will include the Mona Lisa and Renaissance portraiture; early modern identity and identity documents; the discipline of physiognomy; Johann Kaspar Lavater and the makings of racial science; the impact of photography; Alphonse Bertillon and the "mug shot"; smiles in advertisements; biometrics to facial recognition technologies; and the art and science of the selfie. The course will draw on specialised readings from secondary literature alongside a wide range of literary and visual primary sources including scientific texts, paintings, drawings, identity documents, photographs, advertisements, cosmetics, and prosthetic parts. The subject offers a great deal of room for the selection of a topic for a research paper on a subject of students' choices.
HIST 29518 A Global History of Unemployment (A. Benanav, Collegiate Assistant Professor) What is unemployment? Is it a simple economic category or complex historical construction? In this course, we examine the problem of unemployment as it was discovered—or as some would say, invented—in the late nineteenth and early twentieth centuries in Europe and the United States. In addition, we look at problematic but generative attempts to extend the category of unemployment to the developing countries after World War II. We read a mixture of theoretical texts, policy documents, case studies, and novels that seek to describe, explain, categorize, and/or control the unemployed. We also look at various projects aimed at ending the scourge of unemployment, whether via public-works programs, the export of "unemployables" to colonies, insurance schemes, full employment policies, guaranteed income proposals, and socialist revolution. Time and again, crises of unemployment have have played key roles in the transformation of the institutions that both measure and govern the economy. Such crises have also been the occasion for posing questions about the ultimate ends and aims of economic development.
HIST 29623 A Global History of Hip Hop (G. Mount) From its transnational origins within the African diaspora, hip hop has always been a global phenomenon, breaking spatial, national, cultural, temporal, and artistic boundaries. Yet, at the same time, the international hip-hop marketplace has become multibillion dollar industries within a largely conventional network of for-profit cultural production. What are the possibilities and the pitfalls of the most iconic (post)modern expression of black culture as it takes shape and transmits itself within a system of global consumer capitalism? What (or who) is for sale? How does K-Pop, reggaeton, Hawaiian "island music," and other international homages to hip hop intersect with the Wu-Tang Clan's obsession with China and Arrested Development's takeover of the Japanese pop market? Does hip hop ultimately still contain the promise of global liberation or has it become a sanitized market commodity devoid of its founding ethos of subversion? This course will explore the history of hip hop through a diverse sampling and a deep reading of hip hop's four central manifestations: graffiti, break dancing, DJing, and MCing. From the gallery work of Jean-Michel Basquiat to the LGBTQ-inspired bounce-music dance scene to the Parisian exploits of Kanye West and Jay-Z, this course will focus on primary documents to explore what hip hop, and black culture more generally, means to the international politics of our contemporary world.
HIPS 29628/HIST 25113 Knowledge of Man, Society, and Culture, 1700–1914 (K. Palmieri) Questions about man, and by extension woman, have been asked by intellectuals throughout human history. Some of the most basic and essential questions have been what is man? What is his position in the world? Why does he live the way that he does? And, why does he do the things that he does? These kinds of questions and the variety of answers given to them over time shaped the way that men and women understand themselves and their societies and formed the basis of the modern social sciences and humanities. This course looks intentionally at how considerations of man, society, and culture evolved over time, with an explicit focus on historical context. It probes the kinds of questions that were asked about man, society, and culture. It asks why certain problems were explored at certain times in certain ways and why different kinds of knowledge were produced at different times by different people.
HIST 29801 BA Thesis Seminar I History students in the research track are required to take HIST 29801–29802. BA Thesis Seminar I provides a systematic introduction to historical methodology and approaches (e.g., political, intellectual, social, cultural, economic, gender, environmental history), as well as research techniques. It culminates in students' submission of a robust BA thesis proposal that will be critiqued in class. Guidance will also be provided for applications for research funding.
Graduate Courses Open to Undergraduates by Consent
TURK 40589/HIST 58301 Colloquium: Advanced Ottoman Historical Texts (C. Fleischer) Based on selected readings from major Ottoman chronicles from the fifteenth to the seventeenth centuries, the course provides an introduction to the use of primary narrative materials and an overview of the development and range of Ottoman historical writing. Knowledge of modern and Ottoman Turkish required.
HIST 43902 Colloquium: Stalinism (E. Gilburd) We will explore Stalin as a personality and Stalinism as a political order, an economy, a cultural system, a set of beliefs and rituals, and a way of life. Topics include the dictator, his entourage, and his cult; decision making and the new elite; industrialization, collectivization, and the economy of shortages; revolution and conservatism; nationalism, internationalism, and ethnic cleansing; political terror, mass murder, and the Gulag; communal apartments, survival strategies, and intimate life; media and the socialist-realist dreamworld; legacies and historical consciousness. Readings include classics in the field and newest hits as well as works of fiction.
CDIN 43903/HIST 45100 The Art of Healing: Medical Aesthetics in Russia and the United States (M. David & W. Nickell) What makes a medical treatment look like it will work? What makes us feel that we are receiving good care or that we can be cured? How are these responses shaped by the rhetorical practices of doctors, researchers, and pharmaceutical companies, by the physical appearance of hospitals, offices, and instruments, or by smells and sounds? Why does the color of a pill influence its effectiveness, and how can placebos achieve what less inert medication cannot? How do predictions of success or failure effect treatment responses? When does technology instill confidence, and when does it produce a sense of degradation? Is the doctor seen primarily as a caregiver or a scientist, and how does this affect treatment outcomes? What is the aesthetic experience of being “sick”? In this course we will consider these problems from the vantage points of a medical professional and a cultural historian, focusing on material from the United States and Soviet and post-Soviet Russia. Our methodology will combine techniques of aesthetic analysis with those of medical anthropology, history, and practice.
HIST 44802 Coll: Development of the Modern China History Field in the West, 1950–2010 (G. Alitto) Reading and discussion of classics of historical literature in modern Chinese history from 1950 through the present. Emphasis on how historiographical changes during this period are manifest in each work. Each week students read and discuss the assigned monograph and write a review essay emphasizing its relationship to its historical context. The final requirement is a term paper in which the student constructs an analytical history of the historical literature of the period.
HIST 47002 Colloquium: Interracial America (M. Briones) This course will examine the interaction between different racialized and ethnic groups in America (and beyond) from the eighteenth-century to our present moment. Conventional studies rely on a simplistic black-white paradigm of US race relations. This seminar aims to move beyond that dichotomy and searches for broader historical models, which include yellow, brown, red, and ethnic white. For example, how do we interpret recently excavated histories of Afro-Cherokee relations in antebellum America? What are hepcats, pachucos, and yogores? What is a "model minority," and why did Asians inherit the mantle from Jews? What is a "protest minority," and why were Blacks and Jews labeled as such during the civil rights movement? How does race operate differently in an ostensible racial paradise like Hawai‘i? How do we understand race, nation, and decolonization in a global context, as evidenced by radical activism in California in the 1960s and '70s? We will critically interrogate the history of contact that exists between and among these diverse "groups." If conflicted, what factors have prevented meaningful alliances? If confluent, what goals have elicited cooperation?
HIST 47503 Colloquium: Chicago in United States Urban History (K. Conzen) This graduate colloquium will use Chicago as a lens through which to examine the history and historiography of the American urban experience from the early nineteenth century to the present.
HIST 48400 Colloquium: United States Intellectual History (M. Rossi) The practice of intellectual history has famously been described as "like nailing jelly to the wall." In this course, we will look at different methods, modes, and strategies employed by contemporary scholars in order to get a handle on the slippery topic of ideas in United States history. In addition to examining major trends in American thought since the nineteenth century, we will consider what the writing of ideas entails; where and how the disciplinary borders of history are drawn; how ideas travel; and how to think about ideas, ideologies, concepts, and thoughts in conjunction with the people, places, institutions, environments, non-human organisms, and material things that form the substrate of historical narratives.